Access Language Arts - Grade 3 (#7710014) 

{ Language Arts - Grade Three - 5010044 }


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Course Standards

Name Description
LAFS.3.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  1. Demonstrate beginning cursive writing skills.
  2. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
  3. Form and use regular and irregular plural nouns.
  4. Use abstract nouns (e.g., childhood, friendship, courage).
  5. Form and use regular and irregular verbs.
  6. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
  7. Ensure subject-verb and pronoun-antecedent agreement.
  8. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
  9. Use coordinating and subordinating conjunctions.
  10. Produce simple, compound, and complex sentences.
Related Access Points
Name Description
LAFS.3.L.1.AP.1a: Demonstrate beginning cursive writing skills.
LAFS.3.L.1.AP.1b: Identify nouns (regular, irregular, abstract), verbs (regular, irregular, simple tenses), adjectives and/or adverbs within sentences.
LAFS.3.L.1.AP.1c: Write sentences using nouns (regular, irregular, abstract), verbs (regular, irregular, simple tenses), adjectives and/or adverbs.
LAFS.3.L.1.AP.1d: Use simple and compound sentences in informative/explanatory writing.
LAFS.3.L.1.AP.1e: Write sentences using correct subject-verb and pronoun-antecedent agreement.

LAFS.3.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  1. Capitalize appropriate words in titles.
  2. Use commas in addresses.
  3. Use commas and quotation marks in dialogue.
  4. Form and use possessives.
  5. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
  6. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
  7. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Related Access Points
Name Description
LAFS.3.L.1.AP.2a: Capitalize words in holidays, product names, geographic names and appropriate words in a title.
LAFS.3.L.1.AP.2b: Use quotation marks within writing.
LAFS.3.L.1.AP.2c: Use conventional spelling and spelling patterns (e.g., word families, syllable patterns, ending rules) in writing words.
LAFS.3.L.1.AP.2d: Form possessives.
LAFS.3.L.1.AP.2e: Use commas accurately in addresses or dialogue within writing.
LAFS.3.L.1.AP.2f: Use dictionaries as reference tools.

LAFS.3.L.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  1. Choose words and phrases for effect.
  2. Recognize and observe differences between the conventions of spoken and written standard English.
Related Access Points
Name Description
LAFS.3.L.2.AP.3a: Choose words and phrases for appropriate effect (e.g., to inform) within writing.
LAFS.3.L.2.AP.3b: Compare and contrast differences between spoken and standard written English.

LAFS.3.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
  1. Use sentence-level context as a clue to the meaning of a word or phrase.
  2. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
  3. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
  4. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
Related Access Points
Name Description
LAFS.3.L.3.AP.4a: Use a known root word as a clue to the meaning of an unknown word with the same root.
LAFS.3.L.3.AP.4b: Determine the meaning of the new word formed when a known affix is added to a known word.
LAFS.3.L.3.AP.4c: Use sentence context as a clue to the meaning of a new word, phrase or multiple-meaning word.
LAFS.3.L.3.AP.4d: Use a glossary or dictionary to determine the meaning of a word.

LAFS.3.L.3.5: Demonstrate understanding of word relationships and nuances in word meanings.
  1. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
  2. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
  3. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
Related Access Points
Name Description
LAFS.3.L.3.AP.5a: Identify and sort shades of meaning words from general to specific or lesser to specific.
LAFS.3.L.3.AP.5b: Identify word relationships and meanings of homonyms, synonyms and antonyms.
LAFS.3.L.3.AP.5c: Use newly acquired words in real-life context.
LAFS.3.L.3.AP.5d: Distinguish literal from non-literal meanings of words and phrases in context.

LAFS.3.L.3.6: Acquire and use accurately conversational, general academic, and domain specific words and phrases as found in grade appropriate texts, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Related Access Points
Name Description
LAFS.3.L.3.AP.6a: Use newly acquired conversational and general academic words and phrases accurately.
LAFS.3.L.3.AP.6b: Use newly acquired domain-specific words and phrases accurately.
LAFS.3.L.3.AP.6c: Use grade-appropriate general academic and domain-specific vocabulary accurately within writing.

LAFS.3.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words.
  1. Identify and know the meaning of the most common prefixes and derivational suffixes.
  2. Decode words with common Latin suffixes.
  3. Decode multisyllable words.
  4. Read grade-appropriate irregularly spelled words.
Related Access Points
Name Description
LAFS.3.RF.3.AP.3a: Identify the meaning of most common prefixes.
LAFS.3.RF.3.AP.3b: Identify the meaning of most common suffixes.
LAFS.3.RF.3.AP.3c: Decode multi-syllable words.
LAFS.3.RF.3.AP.3d: Recognize and/or read grade-appropriate irregularly spelled words.

LAFS.3.RF.4.4: Read with sufficient accuracy and fluency to support comprehension.
  1. Read on-level text with purpose and understanding.
  2. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
  3. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Related Access Points
Name Description
LAFS.3.RF.4.AP.4a: Practice self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions).
LAFS.3.RF.4.AP.4b: Identify grade-level words with accuracy.
LAFS.3.RF.4.AP.4c: Read text (including prose and poetry) with accuracy, appropriate rate and expression (when applicable) on successive readings.
LAFS.3.RF.4.AP.4d: Use context to confirm or self-correct word recognition.

LAFS.3.RI.1.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Related Access Points
Name Description
LAFS.3.RI.1.AP.1a: Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
LAFS.3.RI.1.AP.1b: Identify supporting details of an informational text read, read aloud or information presented in diverse media and formats, including visually, quantitatively and orally.
LAFS.3.RI.1.AP.1c: Ask questions to demonstrate understanding.

LAFS.3.RI.1.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Related Access Points
Name Description
LAFS.3.RI.1.AP.2a: Determine the main idea of text read, read aloud or information presented in diverse media and formats, including visually, quantitatively and orally.
LAFS.3.RI.1.AP.2b: Determine the main idea of a text; recount the key details and explain how they support the main idea.
LAFS.3.RI.1.AP.2c: Identify facts that an author uses to support a specific point or opinion.

LAFS.3.RI.1.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Related Access Points
Name Description
LAFS.3.RI.1.AP.3a: Identify the sequence of events in an informational text.
LAFS.3.RI.1.AP.3b: Identify the steps in a process in an informational text.
LAFS.3.RI.1.AP.3c: Identify the cause and effect relationships in an informational text.

LAFS.3.RI.2.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Related Access Points
Name Description
LAFS.3.RI.2.AP.4a: Determine the meaning of general academic words and phrases in a text relevant to a grade 3 topic or subject area.
LAFS.3.RI.2.AP.4b: Determine the meaning of domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

LAFS.3.RI.2.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Related Access Points
Name Description
LAFS.3.RI.2.AP.5a: Identify and explain the purpose of a variety of text features (table of contents, index, glossary, charts, subheadings).
LAFS.3.RI.2.AP.5b: Use text features (captions, maps, illustrations) to locate information relevant to a given topic or question.
LAFS.3.RI.2.AP.5c: Use search tools (e.g., sidebars, icons, glossary, hyperlinks) to locate information relevant to a given topic.

LAFS.3.RI.2.6: Distinguish their own point of view from that of the author of a text.
Related Access Points
Name Description
LAFS.3.RI.2.AP.6a: Identify the author’s point of view in an informational text.
LAFS.3.RI.2.AP.6b: Identify own point of view about a topic.
LAFS.3.RI.2.AP.6c: Compare their own point of view to that of the author.

LAFS.3.RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Related Access Points
Name Description
LAFS.3.RI.3.AP.7a: Use illustrations (e.g., maps, photographs) in informational texts to answer questions.
LAFS.3.RI.3.AP.7b: Identify information learned from illustrations and information learned from the words in an informational text .
LAFS.3.RI.3.AP.7c: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why and how key events occur).
LAFS.3.RI.3.AP.7d: Within informational texts, locate or identify evidence in the text or graphics to support the central ideas.

LAFS.3.RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
Related Access Points
Name Description
LAFS.3.RI.3.AP.8a: Identify signal words that help determine the text structure in an informational text.
LAFS.3.RI.3.AP.8b: Describe the connection between sentences and paragraphs in a text (order, comparison, cause/effect).

LAFS.3.RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.
Related Access Points
Name Description
LAFS.3.RI.3.AP.9a: Compare the similarities of two or more texts or adapted texts on the same topic or by the same author.
LAFS.3.RI.3.AP.9b: Contrast the differences of two texts or adapted texts on the same topic or by the same author.
LAFS.3.RI.3.AP.9c: When researching a topic, compare and contrast the most important points and key details presented in two informational texts on the same topic.

LAFS.3.RI.4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
Related Access Points
Name Description
LAFS.3.RI.4.AP.10a: Read or listen to and recount self- selected informational articles, history/social studies, science and technical texts.

LAFS.3.RL.1.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Related Access Points
Name Description
LAFS.3.RL.1.AP.1a: Answer questions related to characters, setting, events or conflicts.
LAFS.3.RL.1.AP.1b: Answer questions (literal and inferential) and refer to text to support your answer.
LAFS.3.RL.1.AP.1c: Support inferences, opinions and conclusions using evidence from the text, including illustrations.
LAFS.3.RL.1.AP.1d: Ask questions about the text (relationship between characters, events, conflicts) to demonstrate understanding.

LAFS.3.RL.1.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Related Access Points
Name Description
LAFS.3.RL.1.AP.2a: Identify the central message (theme), lesson or moral within a story, folktale or fable from diverse cultures.
LAFS.3.RL.1.AP.2b: Use details to recount stories, including fables and folktales from diverse cultures.
LAFS.3.RL.1.AP.2c: Use information in the text to determine and explain a lesson learned by a character or theme within the story.
LAFS.3.RL.1.AP.2d: Read or listen to and recount self-selected stories, fables, folktales, myths and other types of texts.

LAFS.3.RL.1.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Related Access Points
Name Description
LAFS.3.RL.1.AP.3a: Describe a character’s traits in a story using details from the text and illustrations.
LAFS.3.RL.1.AP.3b: Explain how characters' actions contribute to the sequence of events/plot.
LAFS.3.RL.1.AP.3c: Explain a character’s motivation in a story using the character’s thoughts, words and actions as evidence from the text.
LAFS.3.RL.1.AP.3d: Explain a character’s feelings in a story using the character’s thoughts, words and actions as evidence from the text.
LAFS.3.RL.1.AP.3e: Describe how a character changed in a story (e.g., different words, thoughts, feelings, actions).
LAFS.3.RL.1.AP.3f: Analyze how a character’s point of view influences a conflict within a text.

LAFS.3.RL.2.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Related Access Points
Name Description
LAFS.3.RL.2.AP.4a: Distinguish literal from non-literal language.
LAFS.3.RL.2.AP.4b: Determine the meaning of literal and non-literal words and phrases as they are used in a text.

LAFS.3.RL.2.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Related Access Points
Name Description
LAFS.3.RL.2.AP.5a: Identify parts and structure of stories.
LAFS.3.RL.2.AP.5b: Identify how the structure of a poem is different than a story (e.g., rhymes are shorter than stories; stanza instead of paragraph).
LAFS.3.RL.2.AP.5c: Identify how the structure of a play is different than the structure of a story (e.g., text includes props; dialogue without quotation marks acts/scenes instead of chapter).
LAFS.3.RL.2.AP.5d: Describe how each part (chapter, scene or stanza) of a story, play or poem builds on earlier parts.

LAFS.3.RL.2.6: Distinguish their own point of view from that of the narrator or those of the characters.
Related Access Points
Name Description
LAFS.3.RL.2.AP.6a: Identify narrator's or character’s point of view.
LAFS.3.RL.2.AP.6b: Identify own point of view.
LAFS.3.RL.2.AP.6c: Distinguish their own point of view from that of the narrator or those of the characters.

LAFS.3.RL.3.7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Related Access Points
Name Description
LAFS.3.RL.3.AP.7a: Support inferences, opinions and conclusions using evidence from the text illustrations.
LAFS.3.RL.3.AP.7b: Use descriptive words and illustrations/visuals from a story read or viewed to explain the mood in a given part of the story.
LAFS.3.RL.3.AP.7c: Explain how the text's illustrations contribute to meaning.

LAFS.3.RL.3.9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
Related Access Points
Name Description
LAFS.3.RL.3.AP.9a: Compare the similarities of two or more texts or adapted texts on the same topic or by the same author.
LAFS.3.RL.3.AP.9b: Contrast the differences of settings/plots of stories written by the same author about the same or similar characters.

LAFS.3.RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
Related Access Points
Name Description
LAFS.3.RL.4.AP.10a: Read or listen to and recount self-selected stories, fables, folktales, myths and other types of texts or adapted text.

LAFS.3.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  2. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
  3. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
  4. Explain their own ideas and understanding in light of the discussion.
Related Access Points
Name Description
LAFS.3.SL.1.AP.1a: Provide evidence of being prepared for discussions on a topic or text through appropriate statements made during discussion.
LAFS.3.SL.1.AP.1b: Ask questions to check understanding of information presented in collaborative discussions.
LAFS.3.SL.1.AP.1c: Link personal ideas and comments to the ideas shared by others in collaborative discussions.
LAFS.3.SL.1.AP.1d: Express ideas and understanding in light of collaborative discussions.

LAFS.3.SL.1.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Related Access Points
Name Description
LAFS.3.SL.1.AP.2a: Determine the central message, lesson or moral of a text read aloud or presented in diverse media and formats, including visually, quantitatively and orally.
LAFS.3.SL.1.AP.2b: Determine the main idea of text read, read aloud or information presented in diverse media and formats, including visually, quantitatively and orally.
LAFS.3.SL.1.AP.2c: Identify supporting details of an informational text read, read aloud or information presented in diverse media and formats, including visually, quantitatively and orally.

LAFS.3.SL.1.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Related Access Points
Name Description
LAFS.3.SL.1.AP.3a: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

LAFS.3.SL.2.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Related Access Points
Name Description
LAFS.3.SL.2.AP.4a: Report on a topic or claim with a logical sequence of ideas, appropriate facts and relevant, descriptive details.
LAFS.3.SL.2.AP.4b: Tell a story or recount an experience with logical sequence.
LAFS.3.SL.2.AP.4c: Elaborate on each fact or opinion given in support of a claim with relevant details.

LAFS.3.SL.2.5: Demonstrate fluid reading at an understandable pace, adding visual displays and engaging audio recordings when appropriate to emphasize or enhance certain facts or details.
Related Access Points
Name Description
LAFS.3.SL.2.AP.5a: Add audio recordings and visual displays when appropriate to emphasize or enhance certain facts or details.

LAFS.3.SL.2.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Related Access Points
Name Description
LAFS.3.SL.2.AP.6a: Produce (e.g., through dictation, writing, word array, picture) complete sentences when appropriate to task and situation.

LAFS.3.W.1.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
  1. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
  2. Provide reasons that support the opinion.
  3. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
  4. Provide a concluding statement or section.
Related Access Points
Name Description
LAFS.3.W.1.AP.1a: Introduce the topic or text within persuasive writing by stating an opinion.
LAFS.3.W.1.AP.1b: Provide reasons or facts that support a stated opinion.
LAFS.3.W.1.AP.1c: Use linking words and phrases that connect the opinions and reasons.
LAFS.3.W.1.AP.1d: Provide a concluding statement or section.

LAFS.3.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  1. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
  2. Develop the topic with facts, definitions, and details.
  3. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
  4. Provide a concluding statement or section.
Related Access Points
Name Description
LAFS.3.W.1.AP.2a: Introduce a topic and group related information together.
LAFS.3.W.1.AP.2b: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
LAFS.3.W.1.AP.2c: Provide a concluding statement or section to summarize the information presented.
LAFS.3.W.1.AP.2d: Develop the topic (e.g., offer additional information that supports the topic) by using relevant facts, definitions and details.
LAFS.3.W.1.AP.2e: Include text features (e.g., numbers, labels, diagrams, charts, graphics) to enhance clarity and meaning.

LAFS.3.W.1.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  1. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
  2. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
  3. Use temporal words and phrases to signal event order.
  4. Provide a sense of closure.
Related Access Points
Name Description
LAFS.3.W.1.AP.3a: Establish the situation by setting up the context for the story and introduce a narrator and/or characters.
LAFS.3.W.1.AP.3b: Sequence events in writing that unfold naturally.
LAFS.3.W.1.AP.3c: When appropriate, use dialogue and descriptions of actions, thoughts and feelings to develop a story.
LAFS.3.W.1.AP.3d: Use temporal words and phrases to signal event order.
LAFS.3.W.1.AP.3e: Provide a conclusion (concluding sentence, paragraph or extended ending) that follows from the narrated experiences or events.

LAFS.3.W.2.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Related Access Points
Name Description
LAFS.3.W.2.AP.4a: With guidance and support from adults, produce a permanent product in which the development and organization are appropriate to the task and purpose.

LAFS.3.W.2.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Related Access Points
Name Description
LAFS.3.W.2.AP.5a: With guidance and support from peers and adults, develop a plan for writing.
LAFS.3.W.2.AP.5b: With guidance and support from peers and adults, develop a plan for writing based on a literary topic (e.g., select a topic, draft outline, develop narrative).
LAFS.3.W.2.AP.5c: With guidance and support from peers and adults, develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion).
LAFS.3.W.2.AP.5d: With guidance and support from adults, draft an outline in which the development and organization are appropriate to the task and purpose (e.g., to introduce real or imagined experiences or events, elaborate on experiences or events with details and techniques, provide a meaningful conclusion).
LAFS.3.W.2.AP.5e: With guidance and support from adults, draft an outline in which the development and organization are appropriate to the task and purpose (e.g., define purpose, state your opinion, gather evidence, create your argument, provide a meaningful conclusion).
LAFS.3.W.2.AP.5f: With guidance and support from peers and adults, strengthen writing by revising.
LAFS.3.W.2.AP.5g: With guidance and support from adults, draft an outline in which the development and organization are appropriate to the task and purpose (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion).
LAFS.3.W.2.AP.5h: With guidance and support from peers and adults, strengthen writing by revising (e.g., review product, strengthening story).
LAFS.3.W.2.AP.5i: With guidance and support from peers and adults, edit writing for clarity and meaning.

LAFS.3.W.2.6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Related Access Points
Name Description
LAFS.3.W.2.AP.6a: With guidance and support from adults, use technology to produce and publish writing (e.g., use Internet to gather information, word processing to generate and collaborate on writing).
LAFS.3.W.2.AP.6b: Develop keyboarding skills.

LAFS.3.W.3.7: Conduct short research projects that build knowledge about a topic.
Related Access Points
Name Description
LAFS.3.W.3.AP.7a: Follow steps to complete a short research project (e.g., determine topic, locate information on a topic, organize information related to the topic, draft a permanent product).

LAFS.3.W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Related Access Points
Name Description
LAFS.3.W.3.AP.8a: Recall relevant information from experiences for use in writing.
LAFS.3.W.3.AP.8b: Recall information from experiences for use in writing.
LAFS.3.W.3.AP.8c: Gather facts (e.g., highlight in text, quote or paraphrase from persuasive text or discussion) from print and/or digital sources.
LAFS.3.W.3.AP.8d: Gather information from stories (e.g., highlight in text, quote or paraphrase from text) from print and/or digital sources.
LAFS.3.W.3.AP.8e: Gather information (e.g., highlight, quote or paraphrase from source) from informational text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally.
LAFS.3.W.3.AP.8f: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic with the purpose of creating a permanent product (e.g., select/generate responses to form paragraph/essay).
LAFS.3.W.3.AP.8g: Locate important points on a single topic from two informational texts or sources.
LAFS.3.W.3.AP.8h: Identify key details in an informational text.
LAFS.3.W.3.AP.8i: Take brief notes (e.g., graphic organizers, notes, labeling, listing) on sources.
LAFS.3.W.3.AP.8j: Sort evidence collected from print and/or digital sources into provided categories.

LAFS.3.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Related Access Points
Name Description
LAFS.3.W.4.AP.10a: Write routinely over shorter time frames (e.g., journal entry, letter, graphic organizer) for a range of discipline-specific tasks, purposes and audiences.
LAFS.3.W.4.AP.10b: Write routinely in a genre over extended time frames (planning, drafting, editing, revising, publishing) for a range of discipline-specific tasks, purposes and audiences.

HE.3.B.3.1: Locate resources from home, school, and community that provide valid health information.
Clarifications:
Internet, media, television, radio, brochures, books, professional interviews, hospital, and Department of Health.
Related Access Points
Name Description
HE.3.B.3.In.a: Identify a resource from home, school, and the community that provides valid health information, such as a website, brochure, or book.
HE.3.B.3.Su.a: Recognize a resource from home, school, or the community that provides valid health information, such as a website, brochure, or book.
HE.3.B.3.Pa.a: Recognize trusted adults in the home and school as a resource for health information, such as parents, teachers, paraprofessionals, and the school nurse.

HE.3.B.3.2: Describe criteria for selecting health information, resources, products, and services.
Clarifications:
Directions on packaging and, consumer safety, television, radio, telephone, and reputable websites.
Related Access Points
Name Description
HE.3.B.3.In.b: Recognize criteria for selecting health resources, products, and services, such as the intended purpose and use.
HE.3.B.3.Su.b: Recognize criteria for selecting a common health product or service, such as the intended purpose.
HE.3.B.3.Pa.b: Associate a health product with a health activity, such as soap or wet wipes to cleaning hands or toothpaste to brushing teeth.

HE.3.B.4.1: Identify effective verbal and nonverbal communication skills to enhance health.
Clarifications:
Listing the effects of facial expressions, body language, verbal cues, sign language, braille, and asking questions seeking further clarification/understanding.
Related Access Points
Name Description
HE.3.B.4.In.a: Recognize effective verbal and nonverbal communication skills to enhance health, such as using effective facial expressions, body language, and verbal cues.
HE.3.B.4.Su.a: Recognize an effective technique for verbal or nonverbal communication to enhance health, such as using effective facial expressions, body language, or verbal cues.
HE.3.B.4.Pa.a: Recognize ways to express wants and needs to enhance health in the classroom, such as indicating a choice, verbalizing, or using pictures.

HE.3.B.4.2: Demonstrate refusal skills that avoid or reduce health risks.
Clarifications:
Making clear statements, expressing feelings, asking for help, and learning how to say "no."
Related Access Points
Name Description
HE.3.B.4.In.b: Demonstrate basic refusal skills to avoid or reduce health risks at school, such as making clear statements, expressing feelings, and asking for help.
HE.3.B.4.Su.b: Demonstrate a basic refusal skill to avoid or reduce health risks in the classroom, such as using conflict resolution, mediation, or assertive communication skills.
HE.3.B.4.Pa.b: Demonstrate refusal communication skills to reduce health risks in the classroom.

HE.3.B.4.3: Demonstrate nonviolent strategies to manage or resolve conflict.
Clarifications:
Role playing, age-appropriate skills for conflict resolution, mediation, and assertive-communication skills.
Related Access Points
Name Description
HE.3.B.4.In.c: Demonstrate selected nonviolent strategies to manage or resolve a conflict at school, such as using conflict resolution, mediation, or assertive-communication skills.
HE.3.B.4.Su.c: Demonstrate a selected nonviolent strategy to manage or resolve conflict in the classroom, such as using conflict resolution, mediation, or assertive-communication skills.
HE.3.B.4.Pa.c: Demonstrate refusal communication skills to reduce health risks in the classroom.

HE.3.B.4.4: Explain ways to ask for assistance to enhance personal health.
Clarifications:
Group discussions, ask orally, and ask in writing.
Related Access Points
Name Description
HE.3.B.4.In.d: Identify ways to ask for assistance to enhance personal health, such as through group discussion, verbalizing, and writing.
HE.3.B.4.Su.d: Recognize ways to ask for assistance to enhance personal health, such as group discussion, verbalizing, and writing.
HE.3.B.4.Pa.d: Recognize a way to ask for assistance to enhance personal health.

HE.3.B.5.1: Recognize circumstances that can help or hinder healthy decision making.
Clarifications:
Media health messages, practices of family and peers, and knowledge of topic.
Related Access Points
Name Description
HE.3.B.5.In.a: Recognize common circumstances that can help or hinder healthy decision making, such as media health messages, peer and family advice, or lack of knowledge.
HE.3.B.5.Su.a: Recognize a selected circumstance that can help healthy decision making, such as media health messages or peer and family advice.
HE.3.B.5.Pa.a: Recognize a choice related to health.

HE.3.C.1.3: Describe ways a safe, healthy classroom can promote personal health.
Clarifications:
Frequent hand washing, access to water fountains, area clear of clutter and organized, proper use and disposal of tissues, proper use of hand sanitizers, no sharing of food, and respect for others.
Related Access Points
Name Description
HE.3.C.1.In.c: Identify ways a safe, healthy classroom can promote personal health, such as providing a water fountain and hand-sanitation supplies, and having respect for others.
HE.3.C.1.Su.c: Recognize ways a safe, healthy classroom can promote personal health, such as providing a water fountain and hand-sanitation supplies, and having respect for others.
HE.3.C.1.Pa.c: Recognize a way a safe, healthy classroom promotes personal health, such as having sanitized surfaces.

HE.3.C.2.5: Discuss the positive and negative impacts media may have on health.
Clarifications:
Positives: choosing healthy foods, exercising, being physically active and not using drugs, acceptance of cultural diversity. Negatives: unhealthy fast foods, "couch potato" inactivity, media messages about body shape and size, violence in the media, violent video/computer games, and too much screen time.
Related Access Points
Name Description
HE.3.C.2.In.e: Identify positive and negative impacts media and technology may have on health, such as a positive impact—choosing healthy foods or exercising and a negative impact—inactivity or violence.
HE.3.C.2.Su.e: Recognize a positive and a negative impact media and technology may have on health, such as a positive impact—choosing healthy foods or exercising, and a negative impact—inactivity or violence.
HE.3.C.2.Pa.e: Recognize a positive impact media or technology may have on health, such as promoting healthy food choices.

SC.3.N.1.3: Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
Related Access Points
Name Description
SC.3.N.1.In.3: Record observations to describe findings using written or visual formats, such as picture stories.
SC.3.N.1.Su.3: Record observations to describe findings using dictated words and phrases and pictures.
SC.3.N.1.Pa.1: Explore, observe, and recognize common objects in the natural world.

SC.3.N.1.4: Recognize the importance of communication among scientists.
Related Access Points
Name Description
SC.3.N.1.In.4: Recognize that scientists share their knowledge and results with each other.
SC.3.N.1.Su.4: Recognize that people work in different kinds of jobs related to science.
SC.3.N.1.Pa.3: Recognize that people share information.

SC.3.N.1.5: Recognize that scientists question, discuss, and check each other's evidence and explanations.
Related Access Points
Name Description
SC.3.N.1.In.4: Recognize that scientists share their knowledge and results with each other.
SC.3.N.1.Su.4: Recognize that people work in different kinds of jobs related to science.
SC.3.N.1.Pa.3: Recognize that people share information.

SC.3.N.1.6: Infer based on observation.
Related Access Points
Name Description
SC.3.N.1.In.1: Ask questions, explore, observe, and identify outcomes.
SC.3.N.1.Su.1: Ask literal questions, explore, observe, and share information.
SC.3.N.1.Pa.1: Explore, observe, and recognize common objects in the natural world.

ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
SS.3.C.1.2: Describe how government gains its power from the people.
Related Access Points
Name Description
SS.3.C.1.In.b: Identify that government gains its power from the people.
SS.3.C.1.Su.b: Recognize that government gains its power from the people.
SS.3.C.1.Pa.b: Recognize that governments have power.

SS.3.C.2.1: Identify group and individual actions of citizens that demonstrate civility, cooperation, volunteerism, and other civic virtues.
Clarifications:
Examples are food drives, book drives, community, clean-up, voting.
Related Access Points
Name Description
SS.3.C.2.In.a: Identify actions of citizens that contribute to the community, such as respecting property, helping neighbors, and participating in community activities.
SS.3.C.2.Su.a: Recognize actions that contribute to the community, such as respecting property, helping neighbors, and participating in community activities.
SS.3.C.2.Pa.a: Recognize an action that contributes to the school community, such as respecting property, helping others, or participating in school activities.




General Course Information and Notes

GENERAL NOTES

Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf.


General Information

Course Number: 7710014 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS LANG ART - 3
Course Attributes:
  • Class Size Core Required
Course Status: Course Approved
Grade Level(s): 3



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
English (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
English (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus English (Elementary Grades 1-6)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
English (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
English (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)


There are more than 523 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://cpalms.org/PreviewCourse/Preview/15454